Intelligentsia International Journal of Multidisciplinary Research

Abstract:
Urban signalized intersections are key contributors to localized air pollution due to vehicle idling, acceleration, and deceleration during stop-and-go traffic conditions. This study investigates the behavior of major pollutant concentrations—specifically PM₂.₅, PM₁₀, CO, NO₂, and SO₂—during the queue dissipation phase at four critical urban intersections in Warangal, India. The objective is to assess how emissions surge when vehicles accelerate after signal changes, providing insight into pollution peaks during short but frequent intervals. The study focuses on four signalized intersections: Adalat Circle, Kazipet Junction Viewpoint, Kakatiya University Road Intersection, and P. Marg. The sites named above were selected keeping in mind the objectives of research as the differ in traffic volumes, land-use characteristics, and environmental settings-ranging from dense urban cores to semi-urban academic zones. Real-time air quality monitoring and video-based traffic flow observations were conducted simultaneously to link queue lengths, vehicle compositions, and dissipation durations with emission levels. Study findings indicates that pollutant concentrations increase sharply during queue dissipation, with the most severe spikes at Adalat Circle and P. Marg, which experience heavy traffic and limited natural ventilation due to dense surrounding structures. In contrast, Kakatiya University and Kazipet Junction exhibited relatively lower concentrations due to moderate traffic and more open surroundings. This study underscores intersection-specific emission analysis and provides actionable insights for traffic-signal timing, proper planning of urban area and pollution mitigation in emerging urban areas. The findings have implications for policymakers and traffic engineers aiming to reduce pollution exposure in high-risk zones.

Key Words: Vehicular Emission, Queue Dissipation, Transport management, Pollution 

Abstract:
Vinoba Bhave, a prominent disciple of Mahatma Gandhi, developed a transformative educational philosophy rooted in the principles of Nai Talim and Sarvodaya, emphasizing holistic development, self-reliance, and moral values. Bhave viewed education as an internal process, not merely the acquisition of external knowledge, advocating for learning through life experiences and manual labor, such as crafts, to foster intellectual and economic independence. His concept of Nitya Nai Talim (ever-evolving education) rejected rigid systems, promoting dynamic, village-oriented learning that integrates science, spirituality, and social responsibility. Bhave criticized the commercialization of education, which he believed disconnected students from practical life and moral growth, advocating instead for decentralized, community-driven education free from government control. His ideas remain relevant today, addressing contemporary challenges like rote learning, urban-centric curricula, and social inequities. By emphasizing self-discipline, critical thinking, and inclusivity, Bhave’s philosophy offers solutions for creating equitable, practical, and value-based education systems. His vision aligns with modern calls for sustainable, skill-based learning and continues to inspire educational reforms aimed at fostering independent, socially conscious individuals in a rapidly changing world.

Key Words : Vinoba Bhave, Educational Philosophy, Nai Talim, Sarvodaya

शोध सार :
साहित्य में प्रकृति चिंतन एक अत्यंत महत्वपूर्ण एवं आकर्षक विषय रहा है। प्रकृति ही वह गोद है जिसमें मनुष्य ने जन्म लिया, पला-बढ़ा और जीवन जीना सीखा। जीवन के प्रत्येक चरण में प्रकृति ने मनुष्य का मार्गदर्शन किया है- चाहे वह मौसमों का चक्र हो, जीवन की गति हो या सौंदर्यबोध। मनुष्य स्वयं प्रकृति का ही एक अविभाज्य अंग है, अन्य जीवों की भाँति। शायद यही कारण है कि साहित्य में प्रकृति केवल एक पृष्ठभूमि न होकर, आत्मा के भावों की अभिव्यक्ति का सशक्त माध्यम बन गई है। हिंदी साहित्य में छायावादी युग के चार प्रमुख स्तंभों में से एक, सुमित्रानंदन पंत को ‘प्रकृति के सुकुमार कवि’ के रूप में विशेष पहचान प्राप्त हुई। उनका सम्पूर्ण काव्य प्रकृति के प्रति गहन प्रेम, आत्मीयता और दार्शनिक दृष्टिकोण से परिपूर्ण है। उनकी कविताएँ हिमालय की वादियों, झरनों की ध्वनि, फूलों की सुगंध, बादलों की गति और पक्षियों के स्वर जैसे प्राकृतिक दृश्यों को एक जीवंत संवेदना के रूप में प्रस्तुत करती हैं। पंत की प्रारंभिक रचनाओं – पल्लव, गुंजन, वीणा आदि में प्रकृति सौंदर्य का प्रतीक है, वहीं उत्तरवर्ती रचनाओं में यह विचार और दर्शन का माध्यम बन जाती है। उन्होंने प्रकृति को केवल बाह्य रूपों में नहीं देखा, बल्कि उसे आत्मा और ब्रह्म से जोड़कर उसके आध्यात्मिक स्वरूप को उद्घाटित किया। इस समीक्षा में पंत की काव्य-रचनाओं में प्रकृति के विविध रूपों, प्रतीकों, भावों और उनके प्रकृति-दर्शन की गहराई से पड़ताल की गई है।

कुंजी शब्द : सुमित्रानंदन पंत, प्रकृति चिंतन, छायावाद, सौंदर्यबोध

सार :
राष्ट्रीय शिक्षा नीति 2020 भारतीय शिक्षा प्रणाली में व्यापक और ऐतिहासिक परिवर्तन का आधार प्रस्तुत करती है। इसका उद्देश्य शिक्षा को अधिक समावेशी, लचीला, बहु-विषयक और जीवनोपयोगी बनाना है, ताकि विद्यार्थी केवल ज्ञानार्जन तक सीमित न रहकर रचनात्मक, नैतिक और सामाजिक रूप से उत्तरदायी नागरिक बन सकें। इस नीति में पाठ्यक्रम के स्वरूप को पुनर्परिभाषित करते हुए रटंत पद्धति की जगह अवधारणात्मक समझ, आलोचनात्मक चिंतन, नवाचार और रचनात्मकता को केंद्र में रखा गया है। इसके अंतर्गतबुनियादी साक्षरता और संख्याज्ञानको प्राथमिकता दी गई है, साथ ही कला, विज्ञान, व्यावसायिक और सह-पाठ्यक्रम गतिविधियों के बीच के कृत्रिम विभाजन को समाप्त करसमग्र और बहु-विषयक शिक्षापर बल दिया गया है। पाठ्यक्रम में भारतीय ज्ञान परम्परा, सांस्कृतिक विविधता, नैतिक मूल्य और संवैधानिक आदर्शों को भी स्थान दिया गया है। इसके अतिरिक्त तकनीकी संसाधनों का उपयोग, शिक्षक प्रशिक्षण, सतत मूल्यांकन और स्थानीय आवश्यकताओं के अनुरूप सामग्री का समावेश नीति की प्रमुख विशेषताएँ हैं। संक्षेप में, राष्ट्रीय शिक्षा नीति 2020 शिक्षा और पाठ्यक्रम को आधुनिक युग की मांगों के अनुरूप ढालने के साथ-साथ भारतीय जड़ों और वैश्विक दृष्टि के बीच संतुलन स्थापित करने का एक प्रयास है, जो भारत को ज्ञान-आधारित और आत्मनिर्भर समाज की ओर अग्रसर करेगा।

कुंजी शब्द :राष्ट्रीय शिक्षा नीति 2020, पाठ्क्रम,शिक्षा 

Abstract:
Tribal literature in Jharkhand shows the rich culture, daily life, and challenges of its tribal communities. In earlier times, this literature was shared through oral stories, folk songs, and traditional rituals. Today, it is also being written down and translated into English, helping more people understand tribal life and thinking. This looks at the new and growing areas of tribal literature in Jharkhand, especially those written in English or translated from tribal languages like Mundari, Ho, Santhali, and Kurukh. It shows how writers are keeping their culture alive while also talking about modern issues like losing their land due to mining, environmental harm, and the fight for rights and identity. Modern tribal writers and poets such as Dr. Ram Dayal Munda, Vandna Tete, and Anuj Lugun are using literature to speak up for their communities. They draw from oral traditions and blend them with contemporary themes, using poetry, fiction, and essays to raise awareness and build solidarity. Their writing mixes old traditions with new styles and ideas. This highlights the significant contributions of tribal intellectuals in shaping a distinctive literary voice that resonates with both local and global audiences. Even though tribal literature is growing, it still faces problems. Many tribal languages are not written or published much, and there is not enough support from schools or publishers as well as Government. The purpose of this article is to study how tribal literature in Jharkhand is changing and to show how it helps express tribal identity in today’s world.

Keywords: Tribal Literature, Jharkhand, Contemporary Voices, Indigenous Identity, Cultural Preservation.

Abstract:
Early childhood education takes part in a essential role in shaping the cognitive, emotional, social, and physical development of young children. Teaching at this stage requires a specialized approach that recognizes the unique needs and learning styles of young learners. This article explores effective teaching strategies designed to foster optimal growth and development in early childhood settings. The very young pupils learn effectively through active engagement, exploration, and play. Therefore, play-based learning is emphasized as a foundational teaching method. Through guided play, children develop critical skills such as problem-solving, communication, and creativity, while building confidence and independence. In real sense the role of the educator or teacher is to create a safe, nurturing, and stimulating environment that encourages curiosity and experimentation. The article highlights the importance of individualized instruction. Understanding the fact that each child develops at their own pace, teachers should get used to with their methods to accommodate diverse learning needs and backgrounds. This approach promotes inclusivity and makes it believe that each child has the opportunity to succeed in their life. Social-emotional development is another crucial aspect addressed. Early childhood educators must foster positive relationships and model empathy, cooperation, and self-regulation. These skills lay the groundwork for healthy interpersonal interactions and lifelong emotional resilience. The article discusses the integration of early literacy and numeracy skills in playful, meaningful contexts. Rather than formal instruction, these foundational skills should be introduced through age-appropriate activities that align with children’s natural interests.

Key Words: Early Childhood Education, Growth and Development, Effective Teaching 

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